人教版2024七年級上冊英語全冊教案

人教版（2024新版）七年級上冊英語全冊教案

StarterUnit1Hello!

單元教學(xué)目標

1.Learnhowtogreeteachotherinvarioussettings.

2.Reviewthespellingandpronunciationofthe26letters

andidentifythelettersthatcontainthesamephonemes.

【LanguageAbilities]

3.Makeashortconversationwithsomeoneyouwantto

knowbetterindifferentsituations.

4.Knowhowtolookupawordinadictionary.

1.Perceiveandunderstandthesimilaritiesanddifferencesin

theexpressionsbetweenEnglishandChinesein

interpersonalcommunication,intermsofnamesand

【CultureAwareness]

greetings.

2.Beawareofcommonsafeandpolitetopicsforfirst-time

communication.

1.Makepredictionsaccordingtothepictures.

【QualityofThinking]2.1nfersomeimplicitinformationbasedonthegiven

materials.

1.Activelyparticipateinclassactivities.

【LearningAbilities]

2.Workwithpartnersoringroups.

[ClassHourDivision]Twoperiods

Period1SectionA(1a-2d)-Pronunciation(l-4)

Period2SectionB(la-Id)

單元教材分析

本單元教材以“打招呼”為中心話題,圍繞著“怎樣和人打招呼？”及“如

何開始一段對話？”進行學(xué)習(xí)和運用相關(guān)知識。

SectionA主要學(xué)習(xí)和人打招呼的常用表達及生活中常用的縮略形式,并復(fù)習(xí)

第1頁共H6頁

26個英語字母的讀音和書寫。要掌握的重點句型有：Hello!/Hi!/Goodmorning!

AVhat'syourname?/Nicetomeetyou.等。SectionB的重點是要求學(xué)生讀懂兩段小

對話，完成所安排的讀寫任務(wù)，教師在教學(xué)中應(yīng)合理利用課本上的知識進行教學(xué)。

課時教學(xué)設(shè)計

第一課時SectionA(la—2d)一Pronunciation(l—4)

TeachingObjects【教學(xué)目標】

1.Greetothersappropriatelyinvarioussettings,usingphraseslike"Hi”"Hello”

and“Goodmorning”.

2.Knowthespellingandpronunciationofthe26lettersandidentifytheletters

thatcontainthesamephonemes.

3.Understandandexplainthemeaningsoffiveabbreviationsthatweusealotin

dailylife.

TeachingAids【教學(xué)工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學(xué)步驟】

Listeningandspeaking

★Step1Leadingin【情景導(dǎo)入】

LettheSsdothefollowingthings：

l.Workingroupsoffour.EachoftheSsshouldwritedownthreepiecesof

informationabouthimselforherself.

2.Twopiecesoftheinformationshouldbetrueandoneshouldbefalse.

3.Readoutthethreepiecesofinformationtoyourgroupmembersandaskthem

toguesswhichoneisfalse.

★Step2Pre-task【準備任務(wù)】

AsktheSstoreadthetitleofStarterUnit1andSectionA.ThenasktheSs：Can

youpredictwhatwewilllearninthislesson?

Possibleanswers：greetingwordsandphrases,andtheirresponses；howtogreet

第2頁共116頁

peopleindifferentsettings.

★Step3While-task【過程任務(wù)】

Page1,1a

l.LettheSslookatthepictureinlacarefullyandmatchthenameswiththefaces.

2.Checktheanswerswiththeclass.

3.TelltheSsthattheyarethemaincharactersinourEnglishbook.

4.Showthefacesagain,andthenasktheSstoanswerthefollowingquestions.

(l)Whatistheirrelationship?

(2)IsthereanythingspecialaboutEllaandEmma'srelationship?

5.HavetheSssharetheanswers,andthenshowtherightanswers.

Answers：

(l)Theyareclassmates.

(2)Yes,theyaretwins.

Page1,1b

l.Addtransitionallanguageasfollows：Whenyoucometoanewschool,its

importanttoknowyourclassmatesandmakefriendswiththem.Greetingothersisthe

firststepincommunication.Whatphrasescanyouusetogreetothers?

2.AsktheSstodiscusswiththeirpartnersandlistoutthephrases.

3.ShowsomephrasestotheSs.

(l)generalgreetings：

Hello!/Goodmoming/afternoon!

一Hi!Howareyou?

一Good./Fine./...

(2)informalgreetingsamongfriends：

一Hi!What'sup?/How'sitgoing?

一Good!/Nottoobad./...

4.LettheSsgreettheclassmatesaroundthem.

Page2,2a

l.ShowthedisorderedalphabettotheSs.Thenaskthemtoputthelettersinorder.

2.LettheSswritethelettersdownintheirnotebooksandcheckwiththeir

第3頁共116頁

partners.

3.PlaytherecordingforthefirsttimeandlettheSslistenandsaytheletters.

Page2,2b

l.PlaytherecordingforthesecondtimeandlettheSscircletheletterstheyhear

in2a.

2.Checktheanswerswiththeclass.

Page2,2c

l.AsktheSstolookatthepictureonPage2andanswerthequestions：

(l)Wherearethey?

(2)Whoisthewoman?

2.LettheSsreadthesentencesin2c.Thenaskthemtoanswerthefollowing

questions.

(l)Whatinformationwillyouhearin2c?

(2)DoesMsGaoknowthestudentsinthisclass?Howdoyouknow?

3.AsktheSstoreadthesentencesintheboxonPage2andtranslatetheminto

Chinese.

4.ExplainthekeysentencesintheboxtotheSs.

5.AsktheSstolistentothreeconversationsandthenfillintheblankswiththe

correctsentencesinthebox.

6.Checktheanswerswiththeclass.

★Step4Post-task【后續(xù)任務(wù)】

Page2,2d

l.AsktheSstomakeupaconversationtogreeteachother.

2.LettheSsdotheactivity：Walkaroundtheclassroomtogettoknowatleast

threenewclassmates.

3.GivetheSssomeprompts,suchassomeusefulwords,phrasesandsentences.

Pronunciation

★Step5Pre-task【準備任務(wù)】

l.Showapictureofakeyboard,andthenasktheSstoanswerquestions：

(l)Whatsthis?

第4頁共116頁

(2)Wherecanweseekeyboards?(Tips：TheTcanlistsomeanswersout)

2.AsktheSstoanswerthefollowingquestion.

Whatcanyouseeonakeyboard?

Possibleanswers：functionkeys,26letters(disordered)

★Step6While-task【過程任務(wù)】

Page3,1

AsktheSstolistentothe26letters.Findthemonthekeyboard.Thenpractisewith

apartner.

Page3,2

l.AsktheSstolistenandrepeatthelettersonpage3.

2.ShowtheSstheInternationalPhoneticAlphabet.

3.LettheSscirclethevowelsthatappearintheletters.

Page3,3

l.AsktheSstolistentothelettersonpage3andmatchthemwiththepictures.

2.Checktheanswerswiththeclass.

3.Explainthemeaningoftheseabbreviationsmentionedabove.ThentelltheSs

thatpeopleuseabbreviationstomakecommunicationmoreconcise.

4.ShowtheSssomeotherusefulabbreviations,suchas：

GPS全球定位系統(tǒng)WIFI無線網(wǎng)絡(luò)

USB通用串行總線ATM自動取款機

VIP貴賓CEO首席執(zhí)行官

DIY自己動手AD廣告

CCTV中國中央電視臺

★Step7Post-task【后續(xù)任務(wù)】

Page3,4

AsktheSstolistenandsingtheABCsongonPage3.

★Step8Summary【課堂小結(jié)】

AsktheSstousethestudents*self-assessmentformtocheckwhattheyhave

learnedinthislesson.

第5頁共116頁

Icangreetothersappropriatelyinvarioussettings.

Iknowthespellingandpronunciationofthe26lettersandidentifytheletters

thatcontainthesamephonemes.

Icanunderstandandexplainthemeaningsoffiveabbreviationsthatweusealot

indailylife.

★Step9Homework【家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents*book.

Teachingreflection【教學(xué)反思】

Thisisthefirstlessonofthenewterm.Soitisimportanttodevelopthestudents1

goodhabits.Theteachingkeypointofthislessonistogreetothersappropriatelyin

varioussettings.Weshouldgivethestudentsmorechancestopractisetheirspeaking.At

thesametime,weshouldencouragethestudentstousethetargetlanguagepointsin

class.

第6頁共116頁

第二課時SectionB(la-Id)

TeachingObjects【教學(xué)目標】

l.Usevariousgreetingexpressionslike“Hello!”and“Howareyou?”to

startaconversation.

2.Makeashortconversationwithsomeoneyouwanttoknowbetterindifferent

situations.

3.ComparethestructuresofChineseandEnglishnames.

TeachingAids【教學(xué)工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps［教學(xué)步驟】

★Step1Leadingin【情景導(dǎo)入】

l.AsktheSstoansweraquestion：

Ifyouwanttomakefriendsinyourclassorgrade,orifthere'ssomeoneyou'dlike

togettoknowbetter,whatwouldbethefirstthingyoucouldsaytostarta

conversation?

2.GivetheSssomethinkingprompts：

(l)Thinkaboutwhoyouwanttotalktoorbefriendswith.

(2)Considerwhatyourfirstsentencemightbe.

(3)Shareyourideaswithapartner.

★Step2Pre-task【準備任務(wù)】

Page4,1a

l.LettheSsticktheexpressionsthatstartaconversation.

2.Checktheanswerswiththeclass.Thenaskthemtoanswerthefollowing

question：

Inwhatsituationdoweusetheseexpressions?

(l)Howareyou?

(2)Nicetomeetyou.

(3)Goodbye.

第7頁共116頁

3.AsktheSstohaveadiscussion.Thenchoosesomestudentstosharethe

answers.Finally,showtherightanswers.

★Step3While-task【過程任務(wù)】

Page4,1b

l.LettheSslookatthepictures.Thenaskthemtoanswerthefollowingquestion：

Wheredothetwoconversationstakeplace?

Picture1：intheclassroom

Picture2：inthehallway

2.AsktheSstoreadtheconversationsandfindouthowpeoplestarttheir

conversations.

Answers：

(l)Goodmorning.MayIhaveyourname?

(2)Hello,WangYarning!Howareyou?

3.ExplaintheusageofthetwosentencestotheSs.

Thefirstoneisusedtostartaconversationwhenyoumeetsomeoneforthefirst

time.

Thesecondoneisusedtogreetsomeoneyouknow.

4.ShowthetwopicturestotheSsandaskthemtoanswerthequestion：

What'sthedifferencebetweenthefirstconversationandthesecondone?

5.Checktheanswerswiththeclass.

Picture1：EmmaandTengFeidon'tknoweachother.Theyaskpolitelyforeach

other'sname.

Picture2：HelenandYarningjustknoweachother'sname.Theygreeteachother

aftertheymeet.

Page5,1c

l.AsktheSstoreadtheconversationsinlbagainandfillintheblankswiththe

correctresponsesinthebox.

2.Checktheanswerswiththeclass.

3.ShowConversation1inlbtotheSsandaskthemtounderlinethekey

sentences.ThenexplainthekeysentencesinEnglish.

第8頁共116頁

4.ShowConversation2inlbtotheSsandaskthemtounderlinethekey

sentences.ThenexplainthekeysentencesinEnglish.

Page5,Id

AsktheSstocompletetheconversations.Thenaskthemtorole-playthe

conversationswithapartner.

★Step4Post-task【后續(xù)任務(wù)】

l.AsktheSstomakeashortdialogue.TheSscandoasfollow：

(l)Pairupwithaclassmate.

(2)Pretendyou'reatschool,likeinthehallway,library,canteen,etc.

(3)Taketurnsbeingtheonetostartaconversation.

(4)Useeasygreetingstobegin,forexample,“Hi,Iseeyouaround.Whatsyour

name?"or"Hey,how'sitgoing?”

(5)Chatforabit,andthenswitchroles.

(6)Talkaboutthebestwaystostartconversations.

2.Givethemsomeprompts.

Howcanyoustartaconversationifyoumeetsomeone：inthelibrary；onthe

playground；inthecanteen；inaschoolevent...

3.Startingaconversationisaboutfittingthesceneandfindingsomethingtotalk

abouttogether.

★Step5Languagepoints【語言要點】

1.start開始；著手

常見用法：starttodo/doingsth.開始做某事。

2.YoucancallmeEmma.你可以叫我?，?。

(l)can為情態(tài)動詞,此處表示許可，后接動詞原形。can還可表示能力和請求。

(2)call作動詞，此處意為“稱呼”。

【拓展】call作動詞時，還可意為“(給)打電話”。

3.Fmfine,thankyou.我很好，謝謝你。

(l)fine作形容詞，意為“健康的；美好的”。常用來指身體狀況和天氣狀況好。

(2)thank和thanks：thank為動詞，常用"thanksb.",意為"謝謝某人"。thanks

第9頁共116頁

為名詞，只用復(fù)數(shù),可單獨使用。

4.Let!sgotoclass.(讓)我們?nèi)ド险n吧。

(l)lefs是letus的縮寫形式,后接動詞原形，表示“我們(一起)做某事吧！”

【拓展】letsb.(not)dosth.意為“讓某人(不要)做某事”Jet后跟人稱代詞作賓

語時，需用其賓格形式。

(2)go是不及物動詞，表示“去某地”用“goto(the)+地點名詞”；如果接地

點副詞，用“go+地點副詞”，如,gohome(回家)。

★Step6Summary【課堂小結(jié)】

AsktheSstousethestudents*self-assessmentformtocheckwhattheyhave

learnedinthislesson.

IcanusevariousgreetingexpressionslikeuHello!”anduHowareyou?”to

startaconversation.

IcanmakeashortconversationwithsomeoneIwanttoknowbetterindifferent

situations.

IcancomparethestructuresofChineseandEnglishnames.

★Step7Homework【家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents1book.

Teachingreflection【教學(xué)反思】

Inthisperiod,themostimportantthingisreading.Weshouldtellthestudentsto

understandtheconversationswiththehelpofthepictures.Atthesametime,weshould

alsohelpthemanalysethedifferencesoftheconversations.

StarterUnit2KeepTidy!

第10頁共116頁

單元教學(xué)目標

1.Reviewthecolourwords.

2.Pronouncea/el/,e/i：/,i/aI/,o/0U/andu/ju：/correctlyand

rememberthelettersandlettercombinationsthatrepresent

【LanguageAbilities]

them.

3.Findtheobjectsaccordingtothedescription.

4.Talkaboutthecoloursandlocationsofthings.

【CultureAwareness]Developstudents1goodhabitsofkeepingtidy.

1.Makepredictionsaccordingtothepictures.

【QualityofThinking]2.Inferthepsychologicalandbehaviouralmotivationsof

charactersbasedonthegivenmaterials.

1.Developtheawarenessandabilitytolearncooperatively.

【LearningAbilities]2.0rganiseandsummarisethelearnedcontent,graspthekey

anddifficultpoints.

[ClassHourDivision]Twoperiods

Period1SectionA(la-2e)—Pronunciation114)

Period2SectionB(la-Id)

單元教材分析

本單元教材以“保持干凈整潔”為中心話題,圍繞著“你有哪些東西？”和

“你把東西放在什么地方？”進行學(xué)習(xí)和運用相關(guān)知識。

SectionA主要復(fù)習(xí)表示物品顏色的單詞以及從聽力中獲取關(guān)于物品的顏色

信息。要掌握的重點句型有：一Whatdoyouhave...?一Ihave...一Whatcolouris

it/arethey?一Ifs/Theyare...等。SectionB的重點是要求學(xué)生讀懂兩段小對話，完

成所安排的讀寫任務(wù)，教師在教學(xué)中應(yīng)合理利用課本上的知識進行教學(xué)。

課時教學(xué)設(shè)計

第一課時SectionA(la—2e)一Pronunciation(l—4)

TeachingObjects【教學(xué)目標】

第n頁共116頁

1.Recognisethecolourwords.

2.Pronouncea/el/,e/i：/,i/aI/,o/8O/andu/ju：/correctly,andremembertheletters

andlettercombinationsthatrepresentthem.

3.Talkaboutthenewthingsyouhaveusingthetargetstructures.

TeachingAids【教學(xué)工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學(xué)步驟】

Listeningandspeaking

★Step1Leadingin【情景導(dǎo)入】

l.ShowthetitleofStarterUnit2andSectionAtotheSs.Thenaskthemtopredict

whatwewilllearninthislesson.

2.Listprobableanswers.

★Step2Pre-task【準備任務(wù)】

Page7,1a

l.AsktheSstolookatthepictureonpage7andanswerthefollowingquestions.

(l)Wherearethey?(2)Whatarethey?

2.AsktheSstolookatthepicturemorecarefullyandmatchthethingswiththe

names.

3.Checktheanswerswiththeclass.

Page7,1b

AsktheSstoworkinpairs,andthentalkaboutwhattheyhaveintheirschoolbag

usingthefollowingsentences.

一Whatdoyouhaveinyourschoolbag?

一Ihave...

Page8,2a

l.AsktheSstoexplainthemeaningsofthecolourwords.

2.Letthemmatchthecolourwordswiththepictures.

3.Checktheanswerswiththeclass.

Page8,2b

第12頁共116頁

ShowthethingstotheSsandaskthemtomakeshortconversationsasfollow：

(1)A：What'sthis?B：Its...

A：Whatcolouristhecap?B：Its...

(2)A：Whatarethese?B：They're...

A：Whatcolouraretheerasers?B：They're...

★Step3While-task【過程任務(wù)】

Page8,2c

l.ShowthethingstotheSsandaskthemtoidentifythethings.

2.Letthemlistentotheconversationsandcolourthethings.

3.Checktheanswerswiththeclass.

Page8,2d

l.AsktheSstolistenagain,payattentiontothecolourwordsandcompletethe

sentences.

2.Checktheanswerswiththeclass.

3.ShowthetapescriptstotheSsandaskthemtounderlinethecolourwords.

★Step4Post-task【后續(xù)任務(wù)】

Page8,2e

l.AsktheSstotalkaboutthenewthingstheyhaveusingthefollowingstructures.

A：Ihave

B：Whatcolourisit/arethey?

A：It's/ThsyTe

2.Letsomestudentssharetheiranswers.

Pronunciation

★Step5Pre-task【準備任務(wù)】

Page9,1

l.ShowthewordsonPage9totheSs,thenaskthemtotrytoreadthemandpay

第13頁共116頁

attentiontothesounds.

2.LettheSslistentothetapeandrepeat.Payattentiontothesounds.

3.Explainthemethodofpronunciationof/eI/,/i：/,/aI/,/aO/and/ju：/.

4.AsktheSstoreadthewordsagain.

★Step6While-task【過程任務(wù)】

Page9,2

ShowthewordstotheSsandaskthemtotrytoreadthewordsby

themselves.Thenletthemcircletheword(s)withthesoundineachgroup.

Page9,3

l.ShowthewordstotheSsandaskthemtotrytoreadthewordsfreely.

2.LettheSslistentothewordsandpractisereadingthewords.

★Step7Post-task【后續(xù)任務(wù)】

Page9,4

l.ShowthepicturetotheSsandaskthemtoanswerthefollowingquestions.

(l)Whataretheydoing?

(2)Howistheweather?

2.AsktheSstolistentothetapeandreadthechantaloud.

★Step8Summary【課堂小結(jié)】

AsktheSstousethestudents*self-assessmentformtocheckwhattheyhave

learnedinthislesson.

Icanrecognisethecolourwords.

Icanpronounce/eI/,/i：/,/aI/,/00/and/ju：/correctly,rememberthelettersand

lettercombinationsthatrepresentthem.

IcantalkaboutthenewthingsIhaveusingthetargetstructures.

★Step9Homework【家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents1book.

Teachingreflection【教學(xué)反思】

第14頁共116頁

Inthisperiod,webegintolearnthepronunciationofvowels.Besidestheexercises

inthetextbook,weshouldoffermorematerialstohelpthemexercise.

第二課時SectionB(la-Id)

TeachingObjects【教學(xué)目標】

l.Talkaboutthecolourandlocationofthings.

2.Guesstheobjectaccordingtothedescription.

TeachingAids【教學(xué)工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學(xué)步驟】

★Step1Leadingin【情景導(dǎo)入】

AsktheSstoanswerthequestion：

Wheredoyouputyourthings?

★Step2Pre-task【準備任務(wù)】

Page10,1a

l.ShowthepicturetotheSsandaskthemtocompletethesentenceswiththe

wordsinthebox.

2.AsktheSstoanswerthequestion：Isthisroomtidyornot?

★Step3While-task【過程任務(wù)】

Page10,1b

l.AsktheSstolookatthetwopicturesandanswerthefollowingquestions.

(l)Wherearethey?(2)Whataretheydoing?

2.AsktheSstoreadthetwoconversations,andthenfindthecapandglassesinthe

pictures.

Page11,1c

l.LettheSslookthroughthequestionsinlc,andthenreadtheconversationsinlb

again.

2.AsktheSstounderlinethekeysentencesrelatedtotheanswersinthetwo

第15頁共116頁

conversationsinlb,andthenchoosethecorrectanswers.

★Step4Post-task【后續(xù)任務(wù)】

Page11,Id

AsktheSstowriteabouttheirthings.

First,showsomeexamplestotheSs.Thenaskthemtofillintheblanksaccording

totheexamples.Finally,asktheSstowriteabouttheirownthingsfreely.

★Step5Languagepoints【語言要點】

1.pair〃.雙；對；副

常見用法：apairof+復(fù)數(shù)名詞，意為“一雙/對/副”，作主語時，謂語動

詞用第三人稱單數(shù)形式。

2.辨析no與not

no作副詞，常用來對一般疑問句作否定回答，可單獨使用，反義詞為yeso

【拓展】no還可作形容詞，用于名詞前，表示“沒有”。

not作副詞，常位于系動詞be、助動詞或情態(tài)動詞后，構(gòu)成否定結(jié)構(gòu)，不可單獨使

用。

3.needV.需要

常用表達：needsb./sth.需要某人/某物；needtodosth.需要做某事。

4.0h,waitaminute.哦,等一下。

wait作動詞，意為“等待；等候”。常用結(jié)構(gòu)：waitforsb./sth.等待某人/某物；

cantwaittodosth.迫不及待做某事。

★Step6Summary【課堂小結(jié)】

AsktheSstousethestudents*1self-assessmentformtocheckwhattheyhave

learnedinthislesson.

Icantalkaboutthecolourandlocationofthings.

Icanguesstheobjectaccordingtothedescription.

★Step7Homework［家庭作業(yè)】

1.Reviewthewords,phrasesandsentences.

2.Dotheexercisesinstudents1book.

Teachingreflection【教學(xué)反思】

第16頁共116頁

Inthisperiod,usethequestion“Wheredoyouputyourthings?”toleadin

readingandencouragetheSstosharetheiranswers.Atthesametime,helpthem

developthegoodhabitsofkeepingtidybyreadingthetwoconversations.

StarterUnit3Welcome!

單元教學(xué)目標

1.Reviewthenumbersfromonetofifteen.

2.Talkabouttheplantsandanimalsusingthetarget

structures.

【LanguageAbilities]

3.Gainsomebasicinformationaboutthefarmaccordingto

thetext.

4.Drawapictureofyourownfarm.

Enrichstudents1knowledgeaboutanimalsandplantsand

【CultureAwareness]

developtheirinterestinnature.

1.Makepredictionsaccordingtothepicturesandtitles.

【QualityofThinking]2.1nfersomeimplicitinformationbasedonthegiven

materials.

1.Developtheawarenessandabilitytolearncooperatively.

【LearningAbilities]2.0rganiseandsummarisethelearnedcontent,graspthekey

anddifficultpoints.

[ClassHourDivision]Twoperiods

Period1SectionA(la-2d)—Pronunciation(l-4)

Period2SectionB(la-le)

單元教材分析

本單元教材以“歡迎”為中心話題,圍繞著“庭院里有趣的事物”和“農(nóng)場

里有趣的事物”進行學(xué)習(xí)和運用相關(guān)知識。

SectionA主要復(fù)習(xí)表示數(shù)字的單詞以及從聽力中獲取關(guān)于動植物的信息。要

第17頁共H6頁

掌握的重點句型有：一What'sthis/that?一Its.../Whatarethese/those?

一They're，??/—Howmany...canyousee?一Icansee，??等。SectionB的重，點是

要求學(xué)生讀懂一篇Peter介紹自己叔叔農(nóng)場的文章，完成所安排的讀寫任務(wù),教師在

教學(xué)中應(yīng)合理利用課本上的知識進行教學(xué)。

課時教學(xué)設(shè)計

第一課時SectionA(la—2d)一Pronunciation(l—4)

TeachingObjects【教學(xué)目標】

1.Recognisethenumbersfromonetofifteen.

2.Getdetailedinformationfromthelisteningmaterial.

3.Talkabouttheplantsandanimalsusingthetargetstructures.

4.Pronouncea/ae/,e/e/,i/I/,o/n/andU/A/correctly,andrememberthelettersand

lettercombinationsthatrepresentthem.

TeachingAids【教學(xué)工具】

anEnglishbook,ataperecorderandCAI

TeachingSteps【教學(xué)步驟】

Listeningandspeaking

★Step1Leadingin【情景導(dǎo)入】

ShowthetitleofStarterUnit3andSectionAtotheSs.Thenaskthemtopredict

whattheywilllearninthislesson.

Possibleanswers：introducetheyardtoothers.

★Step2Pre-task【準備任務(wù)】

Page13,1a

l.ShowthepicturetotheSsandaskthemtoanswerthefollowingquestions.

(l)Whatsthat?(2)Whatarethese?

2.Matchtheplantsandanimalswiththeirnames.

Page13,1b

LettheSstalkabouttheplantsandanimalsinthepictureinlausingthetarget

structures.

第18頁共116頁

★Step3While-task【過程任務(wù)】

Page14,2a

AsktheSstolistentothenumbersandrepeat.

Page14,2b

l.LettheSslistenandwritedownthenumberstheyhear.

2.Checktheanswerswiththeclass.

Page14,2c

l.AsktheSstolistentothethreeconversationsandcirclethecorrectanswers.

2.Checktheanswerswiththeclass.

★Step4Post-task【后續(xù)任務(wù)】

Page14,2d

AsktheSstotalkabouttheplantsandanimalsinthepictureinlausingthe

followingsentencepatterns.

A：What'sthat?

B：Ifs

A：Whatarethose?

B：They're

A：Howmanycan

yousee?

B：Icansee

Pronunciation

★Step5Pre-task【準備任務(wù)】

Page15,1

l.ShowthewordstotheSsandaskthemtotrytoreadthemandpayattentionto

theboldletters.

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2.LettheSslistentothetapeandthenrepeat.Tellthemtopayattentiontothe

sounds.

3.Explainthemethodofpronunciationof/ae/,/e/,/I/,/n/and/A/.

4.AsktheSstoreadthewordsagain.

★Step6While-task【過程任務(wù)】

Page15,2

l.ShowthewordstotheSs,andthenaskthemtotrytoreadthewordsfreely.

2.LettheSslistentothewordsandputthemintothecorrectgroups.

3.Checktheanswerswiththeclass.

★Step7Post-task【后續(xù)任務(wù)】

Page15,3

l.ShowthewordstotheSs,andthenaskthemtotrytoreadthewordsfreely.Tell

themtopayattentiontothesounds.

2.LettheSslistentothewordsandputthemintothecorrectgroups.

3.Checktheanswerswiththeclass.

Page15,4

l.ShowthepicturetotheSs,andthenaskthemtoanswerthefollowingquestions.

(l)Whereistheboy?(2)Whatistheboydoing?

2.LettheSslistentothetapeandthenreadthechantaloud.

★Step8Summary【課堂小結(jié)】

AsktheSstousethestudents*self-assessmentformtocheckwhattheyhave

learnedinthislesson.

Icanrecognisethenumbersfromonetofifteen.

Icangetdetailedinformationfromthelisteningmaterial.

Icantalkabouttheplantsandanimalsusingthetargetstructures.

Icanpronounce/2e/,/e/,/I/,/r)/and/A/correctly,andremembertheletters

andlettercombin